Author: Meris Bray
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Law Society of British Columbia, Rules of Professional Conduct for British Columbia
Rule 6.1-2 of the BC Rules of Professional Conduct indicates that lawyers supervising students are responsible for providing students with meaningful training and exposure to and involvement in work that will provide students with valuable knowledge and experience of the law. Supervising lawyers are responsible for students acting under the supervising lawyer’s direction. Rule 6.3-1…
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Law Society of Alberta, Code of Conduct
Rule 6.1-1 indicates that a lawyer has complete professional responsibility for all business entrusted to him or her and must directly supervise staff and assistants to whom the lawyer delegates particular tasks and functions. The lawyer may permit a non-lawyer to act under their supervision as long as the lawyer maintains a direct relationship with…
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Federation of Law Societies of Canada, Consultation Report: Draft Amendments in Response to Call to Action 27, Model Code of Professional Conduct
This report is a response to the Truth and Reconciliation Commission’s Call to Action 27, which calls upon the Federation of Law Societies of Canada to ensure that lawyers receive appropriate cultural competency training. Inclusive in the many amendments proposed amendments to the Model Code, is a commentary to Rule 6.2-2 Duties of Principal which…
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Sarah Buhler, Sarah Marsden & Gemma Smyth, Clinical Law: Practice, Theory, and Social Justice Advocacy
This book addresses the many different features of practice in clinical contexts and helps students reflect critically on their experiences. Students learn from many sources including clients, supervisors, communities, and classrooms in clinical programs. Supervisors are employed by legal clinics, usually lawyers, under whose license student’s practice. Supervisors can provide students with connections between theory,…
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Sara Chandler, “Can Litigators Let Go? The Role of Practitioner-Supervisors in Clinical Legal Education Programmes”
This book examines affect through connections between legal education and neuroscience. The authors rely on the following definition of affect set out by Price, 1998: “the affective domain involves the study of emotion: how they are expressed, how they are learned, how they arise, how they are experienced consciously and unconsciously how they are influenced…
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Robert L Jones Jr, Gerard F Glynn & John J Francis, “When Things Go Wrong in the Clinic: How to Prevent and Respond to Serious Student Misconduct”
This article provides clinical professors with information and an analytical framework to deal thoughtfully with situations of student misconduct in clinical settings. A survey of clinical professors found that most incidents of student misconduct fell into one of three categories: egregious neglect of case responsibilities, dishonest or deliberate misuse of a student practice license (including…
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Nancy M Maurer & Robert F Seibel, “Addressing Problems of Power and Supervision in Field Placements”
This article examines the power dynamics that exist in the supervision of law students in legal clinics. The authors explore the potential consequences of failing to address the issues arising from those dynamics, including ethical ramifications, termination of the program, or possible worksite sexual harassment. This paper suggests that supervision is the primary vehicle for…
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Margaret Moore Jackson & Daniel M Schaffzin, “Preaching to the Trier: Why Judicial Understanding of Law School Clinics is Essential to Continued Progress in Legal Education”
This article examines the judicial misconceptions held with respect to student legal clinics and student attorneys. It explores how clinicians should inform judicial decision-makers about clinical legal education methods and objectives. Law clinics should be proactive in educating the judiciary about the historical evolution, goals, and distinctive attributes of clinical pedagogy. A failure to do…
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Margaret Castles, “Marriage of Convenience or a Match Made in Heaven? A Collaboration between a Law School Clinic and a Commercial Law Firm”
This article explores the “reverse externship[s]” where private solicitors attend clinics to assist with the supervision of students within the Australian law school context. Standard legal clinics require supervision, which often manifests in a ratio of 8:1, making supervision more costly than lecturers. The costs associated with legal clinics is a major issue within legal…